Education Commons^™

An Exploration Of Self-Identity Experiences Within The Lives Of Afro-Caribbean Women Undergraduate College Students: A Feminist Phenomenological Study, Shana J. Gelin

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The purpose of this feminist phenomenological dissertation was to explore the self-identity experiences of Afro-Caribbean women undergraduate college students. In doing so, self-identity experiences, ethnic marginalization, and counseling experiences were explored for six participants. Data was collected and analyzed using Simone De Beauvoir's feminist framework of self-discovery/ rediscovery where two semi-structured interviews were conducted for each participant. This study resulted in six individual profiles illuminating the voices of each participant as well as collective themes. Findings from this study show that Afro-Caribbean women undergraduate college students filter their self-identity experiences through their ethnicity; meaning that participants understand other pieces of …

Teaching Is A Revolutionary Act: The Legitimate Knowledges Of Black Women Teachers Enacting Activist Literacies, Reba Y. Hodge

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Abstract

This dissertation explores the experiences and knowledge of six classroom teachers who engaged in teaching practices that sought to transform the educational experiences of students in urban public schools. The study examined the educators’ life histories and experiences in traditional teacher preparation programs. The goal of this research was to investigate the way teachers’ life histories, including early educational experiences in K-12 schooling and teacher preparation within traditional and historically white institutions, inform their approaches to teaching and enacting activist literacies. For the purpose of this study, I define activist literacies as thinking, understanding, and acting with deliberate intention. …

The Role Of Residential Communiies For The Academic And Social Success Of Undergraduate Women In Stem Majors: The Case Of A Public University In Ethiopia, Frehiwot Wuhib Wuhib

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This study is an exploratory case study which explored the residential environment of an Ethiopian public university on its role for the social and academic integration of undergraduate women in Science, Technology, Engineering, and Mathematics (STEM) fields. It also explained how the social and academic integration of the women contributed for their overall college success.

There were three groups of participants; undergraduate women in STEM, female resident proctors, and relevant officials from the university and the Ministry of Education of the Ethiopian government. Each of the participants were interviewed on a one-on-one basis and the interviews were transcribed and coded …